For this task, I chose to create an intervention plan for a Grade 2 student

diagnosed with ASD, who has challenges with recognizing and identifying
facial expressions.
Name: Sam Grade: 2
Goal: I can recognize and identify the emotions based on others’ facial expressions.

Strategies: 1. Using a set of flashcards, Sam’s EA will show a flashcard and Sam will say
the emotion. Sam’s EA will ask Sam to point out features that suggest the
emotion (example: for “happy,” the character is smiling and their eyes
look excited; for “angry,” the character is frowning, their forehead is
scrunched up, etc.). As a follow up activity, Sam and her EA can role-play
or play charades using the flashcards, taking turns demonstrating what the
flashcards show and having the other person guess.

2. With support from her EA, Sam will choose a wordless video from:
https://www.communicationcommunity.com/best-wordless-videos/

Sam and her EA will watch a selected video once through, then a second
time over. During the second viewing, Sam’s EA will pause periodically
through the video (when a character’s facial expressions convey a strong or
subtle emotion), asking Sam to discuss the characters emotions in that
moment. The EA can ask:
- What emotion is the character feeling in this moment? How can you
tell/how do you know by their facial expressions?
- Why do you think the character is feeling
(sad/happy/embarrassed/etc.)? What do their facial expressions tell
you?
- Do you think this character is feeling happy or sad?/ excited or bored?/
nervous or calm? How can you tell/how do you know by their facial
expressions?

*Prompt Sam to think about the characters’ facial expressions if she does not
make connections to them in her reasoning.

Assessment: On Mondays and Fridays, Sam’s classroom teacher or EA will work with Sam
using the flashcards and track her ability to identify emotions on the cards in
her home-school communication folder.

At the end of each week, Sam’s classroom teacher and EA will discuss her
progress toward the identified goal. Sam’s teacher and EA will write
anecdotes / observational notes regarding Sam’s progress towards her goal
at least once a week in her home-school communication folder. Sam’s
parents will do the same every weekend.
*These notes will include examples of when Sam did or did not demonstrate
the ability to recognize/identify others’ facial expressions.